behavior under control sara hayman
TRANSCRIPT
Behavior Under ControlA behavior management plan by Sara Hayman
Prevention Personal Goals and Expectations
Procedures as Prevention
Transitions
Be a good team member
Do my best work
Ask questions
Promote safety
*To promote student ownership of our
classroom expectations, and a greater understanding of those expectations I will have students (depending on grade level) write what they expect from their peers on sticky notes. They will place them on our expectations paper, and I will summarize them with the assistance of my class.
Microsoft Word
Document
Procedures
All of the procedures in my classroom will relate back to making sure that, through our behavior, we are helping our friends learn.
This looks like on task behavior, awareness of our noise and movement, and knowing exactly what to do and when to do it (homework, finished assignments, moving about the room, asking questions, etc.)
There are many different zones of learning that will each require procedures and expectations
Transitions
Give 5 minute warnings to prepare them for a transition if they are working independently
Teach procedures for transition, in addition to procedures for those 5 minutes (clean up)
Non-verbal signal for whole class attention
A song that will help them keep transition time minimal
Redirection Non-verbal and Verbal Strategies
Verbal
“I like how…”
Remind students of what they are supposed to be doing and what that looks like
I will not ask “what are you supposed to be doing” I feel that is belittling, and it takes more time
Non-Verbal
Movement and proximity
Positioning towards student you are redirecting
A hand on the shoulder (if that works for that child)
A “business” look
Our posted expectations
Our current task and daily objectives written on the board to be pointed to
Reinforcement Consequences for Minimizing Inappropriate Behavior
Behavioral Interventions
Rewards and Incentives
Behaviors and Their Consequences Non-problem behaviors
Brief Inattention
Some talk during transition
Small periods of daydreaming and brief pauses in work
Minor Misbehaviors
Calling out or leaving seat without permission
Doing unrelated work during class time
Passing notes
Talking during independent or group work time
Major Misbehaviors
Chronically off task
Rarely turning in assignments
Frequently failing to follow class rules
Escalating/Spreading Misbehaviors
Problems that are commonplace/frequent violations of behavioral guidlines
Behaviors and Their Consequences
Simple Consequences for Non-problem and Minor Misbehaviors
Nonverbal cues
Fast paced activity
Proximity
Group focus
Redirection
Provide needed instruction
Issue a brief desist
Give the student a choice
Moderate Consequences for Major Misbehaviors
Withhold a privilege
Isolate or remove students
Use a penalty
Assign detention
Referral to office
Extensive Consequences for Escalating and Spreading Misbehaviors
Use problem solving
Use a 5 step intervention procedure
Use the ‘Think Time’ strategy
Use time away
Confer with parent
Use a daily behavior report card
Create an individual contract with the student
Behavioral Interventions
• Leader in Me program• Check in, check out system• Positive support• Structured discussion• Focus on action• Have students help
develop expectations • Being proactive• Building community
through morning meetings
• Discouraging tangible rewards
• Think time
Rewards and Incentives
I will not use group or whole class rewards
I would like to create class challenges and competitions that present an enticing goal only attainable with the help of every class member (Linsin, 2009)
I will begin by using a daily behavior card that will be sent home weekly
This plan will be dependent on parent reaction, if it becomes more of the focus than academics what it will be removed
Bucket Filling